a peer-reviewed platform for sharing professional knowledge
Authors: Richard Riggs and Nick Hudson Summary: Teachers spend a lot of time marking students’ work. We wanted to ensure that marking was productive and helped students to make progress. The initial problem: Is marking as productive as it could be? Do
Context: This study explores the development of formative homework-feedback within a school setting, and forms the basis for my MA dissertation (see attached for the full report). Introduction: First I reviewed the existing literature relating to homework and feedback. Then I carried out an action research project,
Context: I have chosen to carry out an action research project on independent learning my year 9 Computer Science class. I have chosen this class because this is going to be the only year 9 group with no previous knowledge of Computer Science; future GCSE groups would have